Educational-app engine for representing conceptual understanding using student populations&#39; electronic response latencies

ABSTRACT

Systems and methods can track, at a group level, times for responding to educational questions. A set of users is identified as users enrolled in an academic course. A set of responses is accessed (e.g., after being received). Each response in the set of responses is one submitted via an electronic user device associated with a user in the set of users and is one submitted in response to one or more educational questions. For each response in the set of responses, an accuracy of the response is identified and a response time for the response is identified. The response time is indicative of a time between presentation of the one or more questions and submission the response. The identified response times for at least two responses in the set of responses are aggregated. A representation of the aggregation is caused to be presented.

BACKGROUND

This disclosure relates in general to methods and systems forautomatically adapting, based on a performance metric associated withthe user, a learning schedule for prompting a user to access contentobjects, and for collecting and aggregating users' delay inelectronically responding to educational questions.

Traditionally, courses operated on fixed schedules. Students werelargely left on their own to develop effective studying techniques, andinstructors frequently relied on coarse and infrequent feedback (e.g.,quizzes) to gauge students' understanding of material. Such situationsfrequently lead to students investing insufficient or excessive studytime and to instructors allocating instruction time and materialsinefficiently.

SUMMARY

Frequently, concept mastery is evaluated based on accuracy of students'answers. However, identifying how long students took to respond toquestions can also be indicative of their understanding. In oneembodiment, the present disclosure provides a method and system fordynamically receiving, aggregating and processing data from user devicesthat identify a latency between a response submission and a questionpresentation. A response can be one to, e.g., a question electronicallyprovided on a user device (e.g., via an app), one verbally provided byan instructor, or one visually provided by an instructor (e.g., via aprojector).

In some instances, response times are detected for each user in a set ofusers (e.g., students enrolled in a virtual or in-person class orstudents physically or virtually present at an event, such as alecture). In some instances, the response times are separated into oneor more groups (e.g., based on answer selection or a usercharacteristic). The response times can then be processed to, e.g.,generate one or more statistics, distributions, graphs, tables and/orother representations. For example, a first distribution of responsetimes can be generated for a group of responses corresponding to aselection of a correct answer choice, and a second distribution ofresponse times can be generated for other responses in the set. In someinstances, a representation of the processed data can then be presented(e.g., on an instructor device).

This technique may be performed in real-time and may include updatingthe aggregation, processing and/or representation as new answers arereceived. The technique may include processing response times for eachof a set of questions, such that questions associated with relativelylong or short response times can be identified. Thus, instructors may beable to use response times as a proxy for students' understand of aconcept and a confidence thereof. She may then choose to adjust herteaching technique accordingly.

In some embodiments, an educational-app engine is provided for tracking,at a group level, times for responding to educational questions. Aperformance assessment engine accesses a set of responses. Each responsein the set of responses being one submitted via an electronic userdevice in response to one or more educational questions. The performanceassessment engine also identifies, for each response in the set ofresponses, an accuracy of the response, and a response time for theresponse. The response time is indicative of a time between presentationof the one or more questions and submission the response. An aggregatoridentifies a set of users as users enrolled in an academic course. Eachresponse in the set of responses corresponds to a user in the set ofusers. The aggregator also aggregates the identified response times forat least two responses in the set of responses. An interface enginecauses a representation of the aggregation to be presented.

In some embodiments, a computer-implemented method is provided fortracking, at a group level, times for responding to educationalquestions. A set of users is identified as users enrolled in an academiccourse. A set of responses is accessed (e.g., after being received).Each response in the set of responses is one submitted via an electronicuser device associated with a user in the set of users and is onesubmitted in response to one or more educational questions. For eachresponse in the set of responses, an accuracy of the response isidentified and a response time for the response is identified. Theresponse time is indicative of a time between presentation of the one ormore questions and submission the response. The identified responsetimes for at least two responses in the set of responses are aggregated.A representation of the aggregation is caused to be presented.

In one embodiment, the present disclosure provides a method and systemfor dynamically generating and updating learning schedule for anindividual user based on one or more performance metrics associated withthe user. The learning schedule can include learning episodes, each ofwhich can be associated with a time-related variable indicating when theepisode is to occur and with a substance-related variable indicative ofa substance of the episode (e.g., a content object to be presented).Upon detecting, per a time-related variable in a schedule, a scheduledepisode time, a notification can be automatically presented on a deviceof the user. The notification can itself include an educational contentobject or can present a link or other option that, upon user selection,directs the user to the content object. As one illustration, a schedulemay include a list of 20 learning episodes (scheduled to occur duringvarious times during a weekend), and at each learning episode, a userdevice may present 5 of 50 vocabulary words and definitions or may quizthe user on the definition of 5 vocabulary words.

A performance of a user can then be dynamically evaluated in view of aperformance goal, and the learning schedule can be dynamically adjustedbased on the evaluation. The adjustment may include, e.g., adding orremoving episodes, changing an episode difficulty or duration, changinga time for an episode and/or changing a substance (e.g., content object)of an episode.

To illustrate, a student may identify a target grade as being an ‘A’. Adefault schedule can include three study episodes a week, where it isrecommended that the student study a same 30 pages of electronic readingmaterial during each of the episodes. One week into the schedule, thestudent may complete an electronic assessment (e.g., an electronic quiz)and receive a grade of a ‘C’. The schedule can then be adjusted suchthat it includes four study episodes a week.

As another example, the default target grade can correspond to apassing-grade threshold. A default schedule can be generated for aparticular user, based on grades received for previous courses. Thedefault schedule can recommend that the student engage in ungradedelectronic quizzes two times per day. Two weeks into the schedule, aninstructor may indicate that a grade for the student is 10% belowpassing. The schedule can be adjusted to increase the recommended numberof classes per day.

In some embodiments, an educational-app system is provided fordynamically setting user-specific schedules for prompting users toaccess educational content objects. A performance assessment engineidentifies an educational performance metric for a user. A dynamiclearning scheduler accesses a learning schedule. The learning scheduleincludes an identification of a plurality of learning episodes. Each ofthe plurality of learning episodes is associated with a time-relatedvariable indicative of when the learning episode is to occur and asubstance-related variable indicative of a learning substance for thelearning episode. The dynamic learning scheduler adjusts the learningschedule based on the identified educational performance metric. Theadjusted learning schedule is associated with the user. A contentavailer identifies a presentation time based on a time-related variablein the learning schedule. The content availer also identifies anelectronic content object associated with the presentation time based ona substance-related variable the learning schedule. An interface enginecauses a notification to be presented at the presentation time via adevice of the user, the notification including an offer to access theidentified electronic content object.

In some embodiments, a computer-implemented method is provided fordynamically setting user-specific schedules for prompting users toaccess educational content objects. An educational performance metric isidentified for a user. A learning schedule is accessed. The learningschedule includes an identification of a plurality of learning episodes.Each of the plurality of learning episodes is associated with atime-related variable indicative of when the learning episode is tooccur and a substance-related variable indicative of a learningsubstance for the learning episode. The learning schedule is adjustedbased on the identified educational performance metric. The adjustedlearning schedule is associated with the user. A presentation time isidentified based on a time-related variable in the learning schedule. Anelectronic content object associated with the presentation time isidentified based on a substance-related variable the learning schedule.A notification is caused to be presented at the presentation time via adevice of the user. The notification includes an offer to access theidentified electronic content object.

In some embodiments, a computer-program product tangibly embodied in anon-transitory machine-readable storage medium is provided. The productincludes instructions configured to cause one or more data processors toperform a method disclosed herein.

Further areas of applicability of the present disclosure will becomeapparent from the detailed description provided hereinafter. It shouldbe understood that the detailed description and specific examples, whileindicating various embodiments, are intended for purposes ofillustration only and are not intended to necessarily limit the scope ofthe disclosure.

BRIEF DESCRIPTION OF THE DRAWINGS

The present disclosure is described in conjunction with the appendedfigures:

FIG. 1 depicts a block diagram of an embodiment of an education-appinteraction system;

FIG. 2 depicts a block diagram of an embodiment of an education-appengine;

FIG. 3 illustrates a flowchart of an embodiment of a process forpresenting learning-episode notifications based on a learning schedule;

FIGS. 4A-4C illustrate representations of exemplary learning-episodenotifications;

FIG. 5 illustrates a flowchart of an embodiment of a process forgenerating or modifying a learning schedule based on a performancemetric;

FIGS. 6A-6B illustrate representations of exemplary schedules;

FIG. 7A illustrates a flowchart of an embodiment of a process fordetermining a performance metric based on response times;

FIG. 7B illustrates a flowchart of an embodiment of a process fordetermining a performance metric using multiple devices;

FIG. 8 illustrates a flowchart of an embodiment of a process forgenerating or modifying a learning schedule based on a performancemetric;

FIG. 9 illustrates a flowchart of an embodiment of a process forgenerating or modifying a learning schedule based on a learning timecommitment;

FIG. 10 illustrates a flowchart of an embodiment of a process foraggregating learning performance metrics;

FIGS. 11A-11B illustrate representations of aggregated metrics;

FIG. 12 depicts a block diagram of an embodiment of a computer system;and

FIG. 13 depicts a block diagram of an embodiment of a special-purposecomputer system.

In the appended figures, similar components and/or features can have thesame reference label. Further, various components of the same type canbe distinguished by following the reference label by a dash and a secondlabel that distinguishes among the similar components. If only the firstreference label is used in the specification, the description isapplicable to any one of the similar components having the same firstreference label irrespective of the second reference label.

DETAILED DESCRIPTION

The ensuing description provides preferred exemplary embodiment(s) onlyand is not intended to limit the scope, applicability or configurationof the disclosure. Rather, the ensuing description of the preferredexemplary embodiment(s) will provide those skilled in the art with anenabling description for implementing a preferred exemplary embodiment.It is understood that various changes can be made in the function andarrangement of elements without departing from the spirit and scope asset forth in the appended claims.

Referring first to FIG. 1, a block diagram of an embodiment of aneducation-app interaction system 100 is shown. An instructor 105,structure definer 115 and/or user 125 can interact with an education-appengine 150 via respective devices 110, 120 and/or 130 and a network,such as the Internet 140 or a wide area network (WAN), local areanetwork (LAN) or other backbone. In some embodiments, education-appengine 150 is made available to one or more of instructor 105, structuredefiner 115 and/or user 125 via an app (that can be downloaded to andexecuted on a portable electronic device) or a website. It will beunderstood that, although only one instructor 105, user 115 and/or user125 are shown, system 100 can include multiple instructors 105,structure definers 115 and/or users 125.

Instructor device 110, structure-provider device 120 and/or user device130 can each be a single electronic device, such as a hand-heldelectronic device (e.g., a smartphone). It will be understood thatinstructor device 110, structure-provider device 120 and/or user device130 can also include a system that includes multiple devices and/orcomponents. The device(s) 110, 120 and/or 130 can comprise a computer,such as the desktop computer, a laptop computer or a tablet. In someinstances, a party 105, 115 and/or 125 uses different devices atdifferent times to interact with the education-app engine 150. Forexample, user 125 may use a mobile phone to set a target online coursecompletion date and can use a laptop computer to access content for thecourse.

An instructor (who can alternatively or additionally be a coursecoordinator, administrator and/or other party) can definecharacteristics for course. The characteristics can include, forexample, an identification of each user enrolled in a course, materialto be covered in the course, assignments, assessments (e.g., quizzes ortest), grade cutoffs (e.g., thresholds for receiving particular lettergrades or a passing threshold) and so on. The characteristics can alsoinclude a target grade for the course overall for one or more particularportions of the course (e.g., assessments).

The instructor can define or select a structure for the course. Thestructure can include structure elements, such as assignments,evaluation points and/or other events. The structure can identify which(if any) structure elements are required and/or graded.

A structure element can reference one or more electronic ornon-electronic content objects. For example, an assignment can includereading an electronic chapter or a task can include completing anelectronic quiz. A content object can include a, e.g., a text file,formatted document, webpage, image, etc. Content objects can include aninformational content object, (e.g., a publication, learning module,learning object or book chapter) and/or an interactive content object(e.g., a dynamic informational learning object that selectively presentsinformation based on user input, a game and/or an assessment, such as aquiz). Some content objects can be provided along with an answer orgrading key and/or grading capability (e.g., automatic electronicgrading capability).

The structure can include, or an instructor can otherwise define, acourse schedule for engaging in a more completing structure elements.For example, a course schedule can indicate that a test is to be takenon a particular date or that one or more assignments are to be completedwithin a particular week. A course schedule can be defined in terms ofabsolute times or relative times (e.g., such that schedule dates dependon a date on which a user begins the course). The structure and/orschedule for a course can, in some instances, apply to a group ofstudents enrolled in the course or all students enrolled in the course.

Using the course schedule, educational-app engine 150 can generate alearning schedule. The learning schedule can be specific for or tailoredfor a specific user and can identify recommendations as to when aparticular user should engage in studying for the course. Thus, thelearning schedule can also include learning episodes, with each learningepisode identifying a task. The task can include reviewing or completinga content object (e.g., an electronic or non-electronic content object).

In some instances, an initial learning schedule is defined to be adefault learning schedule, which can then be modified based onperformance of a user. In some instances, the initial learning scheduleitself depends on a performance of the user and can subsequently befurther adjusted based on new performance metrics. A performance metriccan include, for example, a grade entered by an instructor, aperformance variable (e.g., performance score or completion time)received on an electronic assessment associated with the course, aperformance variable on an electronic assessment associated with anothercourse, and/or a grade received for another course.

The learning schedule can further be based on a target grade, which canbe identified by an instructor or by a user. Thus, as one example,educational-app engine 150 can identify a score received on a recentassessment for course and compare the score to a target grade isidentified by the user. If the score is below the target grade,educational-app engine 150 can adjust the learning schedule to increasea number of recommended learning episodes.

Based on the learning schedule, educational-app engine 150 can notifyuser 125 of study recommendations. Each recommendation can correspond toa learning episode in the schedule. Each learning episode can beassociated with an episode time (e.g., indicative of when thenotification is to occur), a task (e.g., to be performed during thelearning episode), a content object (e.g., to be accessed and/orcompleted during the learning episode), a goal (e.g., for the episode orcourse) and/or time duration (e.g., for the episode). For example, onerecommendation can include a recommendation to study a particulareducational electronic module for 15 minutes on Tuesday evening. Asanother example, one recommendation can include a recommendation torepeatedly complete and ungraded electronic quiz until the user receivesa 100% two consecutive times.

Notifications can take various forms. In one instance, presenting thenotification includes pushing an alert such that an alert screen, image,text or icon is automatically displayed on user device 125 at an episodetime corresponding to a learning episode in the learning episode. Thealert can be generic or specific to a recommendation (e.g., such that itidentifies a recommended task). In one instance, the alert is formattedsuch that it immediately presents part or all of a content object ortask. In one instance, a content object or task is presented when a userenters input requesting such material. For example, an alertrepresentation can include “Study Time!” or “Review plant vocabulary”and can include a button or other mechanism (e.g., a “Study now” button)that will direct a user device to a content object associated with thealert upon detecting that the user selected the bucket.

Thus, educational-app engine 150 can generate a learning schedule thatidentifies educational tasks to perform at particular times or aparticular number of times. Based on the learning schedule, each userdevice 125 can automatically present users with the opportunity toengage in the tasks according to the schedule. The learning schedule canbe generated and/or updated based on performance of the particular user,such that the schedule efficiently moves the user towards reaching atarget (e.g., a target grade or score).

As described herein, educational-app engine 150 can analyze aperformance metric and adjust a user's learning schedule. In someinstances, this performance metric relates to an accuracy of a responseto one or more questions. In some instances, this performance metricalternatively or additionally relates to a temporal variable, such as atime between an answer presentation and answer submission. For example,a learning schedule can be adjusted to include more scheduled learningepisodes upon detecting long delays between question presentations andanswer submissions.

Education-app engine 150 can also aggregate performance metrics andpresent the aggregated metrics (and/or a processed version thereof) toan instructor 105. In one instance, education-app engine 150 tracks howquickly each user in a group of users (e.g., enrollees in a course)responds to a question using respective user devices 130. The responsetime can be based on a starting time defined as a time that a questionwas electronically presented on a user device or other device or as atime corresponding to an input received from an instructor (e.g., suchthat an instructor can pose a verbal question in class and trackstudents' response times).

Response times can be aggregated across all users who submitted aresponse or aggregation can be selectively performed (e.g., to aggregateresponse times in a response-specific basis or to aggregate responsetimes for all users who submitted any of one or more particular answers,such as a correct answer or any incorrect answer). The aggregatedresponse times can be processed to, e.g., generate a distribution orstatistic (e.g., average, standard deviation or range). In someinstances, this aggregation can be repeatedly or continuously performed,such that a result of the aggregation or processing is repeatedlyupdated based on newly received responses.

The aggregation and/or processing can be performed on an instructordevice 110 or on a central server, and a representation of a result ofthe aggregation or processing can be presented on an instructor device110. In some instances, the representation associates the result with aquestion identifier and/or a question. Thus, an instructor may be ableto assess students' confidence and knowledge pertaining to a topic basedon their response times.

Referring next to FIG. 2, a block diagram of an embodiment ofeducation-app engine 150 is shown. Education-app engine 150 can be, inpart or in its entirety, in a cloud. In some instances, at least part ofeducation-app engine 150 is present on a device, such as an instructordevice 110 and/or user device 130. Thus, education-app engine 150 caninclude a distributed system. For example, interface engine 215 may bepresent on each of a user device and interface device, and accountengine 205, dynamic learning scheduler 225, performance assessmentengine 250 and aggregator 260 may be present on a remote server. Asanother illustration, aggregator 260 may be present on an instructordevice, and device learning scheduler 225 may be present on a userdevice.

Education-app engine 150 includes an account engine 205, which generatesand maintains accounts for users 125 and verifies identities of users125. Account engine 205 can collect, e.g., personal (e.g., name, emailaddress, residence address, telephone number and occupation), academic(e.g., grade level, current grade, school, one or more teachers,interests, course history, and course enrollment), and/or login (e.g.,username and password) information. Account information can be stored inaccount data store 210. Further, account engine 205 can characterize asystem-accessing party as a particular user 125 (e.g., based on a loginname or device identifier) and can verify an identity of take user by,e.g., ensuring that information entered by the party (e.g., logininformation) matches that in a stored account.

Thus, account engine 205 can interact with interface engine 215 bothduring account generation and account verification. For example,interface engine 215 can provide one or more interfaces that allows oneor more parties (e.g., a user, a teacher and/or an administrator) toenter information required to set up a new account (e.g., personal,academic and login information). Subsequently, interface engine 215 canprovide a login interface that allows a user to enter login information,which can be verified prior to providing the user with access to acorresponding account, one or more structures and/or one or more contentobjects.

Interface engine 215 can generate displays or screens that conveyinformation or content and/or that receive input. The displays orscreens can be dynamic, such that the content displayed changes, forexample, in response to an automatic update or user input. The displaysor screens can be ones that can be presented on a device, such as aninstructor or user device, computer and/or mobile device. The displaysor screens can be customized based on a particular presentation device(e.g., a resolution, screen size, operating system, web browser, etc.)and/or preferences (e.g. the preferences a user indicating how contentis to be displayed and/or what types of content displayed).

A content availer 220 can identify one or more structures (stored instructures data store 225) associated with a user. For example,structure data store 225 can associate each of one, more or all storedstructures with an involvement, such as an in-person or virtual course.Additionally or alternatively, an account of a user may identifyparticular involvements (e.g., course enrollments). Content availer 220can then identify an appropriate structure for each of the user'sparticular involvements.

The structure can include structure elements, such as assignments,evaluation points and/or other events. Through such elements or throughother features of the structure, the structure can identify materialthat a user is expected to know. For example, when a structureidentifies graded assessments, it may be inferred that a user is to beresponsible for learning material associated with the assessment and/orlearning material from one or more content objects associated with theassessment (e.g., reading material assigned before or associated withthe assessment).

A dynamic learning scheduler 225 can identify a course scheduleassociated with the structure. In some instances, the structure includesor identifies the course schedule. In some instances, dynamic learningscheduler 225 generates the course schedule based on data from thestructure and user-specific data (e.g., a current time, a user-definedstart time, a user-defined completion time, etc.). The course schedulecan include an absolute or relative time for completing each of one,more or all elements in the structure (e.g., tasks). Thus, for example,a course schedule can identify assignment due dates and/or dates ofexams.

Dynamic learning scheduler 225 can then tailor then generate auser-specific schedule based on the course schedule. The user-specificschedule can include a set of learning episodes, each of whichidentifies various one or more studying tasks. Such tasks can be focusedto promote a likelihood that the user will reach a target score. Thetarget score can be set by a user or an instructor or can be otherwisedefined (e.g., set to a default fixed value).

Tasks in the learning schedule can include reviewing assigned readingmaterial, completing practice quizzes, reviewing supplemental materialor other tasks. In some instances, one or more tasks in the learningschedule relate to an electronic content object. For example, a task caninclude reviewing an electronic book chapter or taking an electronicquiz. One, more or all content objects identified in a learning schedulemay, or may not, be the same content objects referenced in a structurefor course and or in a course-specific schedule. For example, astructure may indicate that a user is to (as an assignment) read pages100-135 in an electronic book, and a user-specific schedule can includea task to review some or all of this section. As another example, astructure may indicate that a user is to read an electronic documentpertaining to “Types of Rocks”, and a user-specific schedule can includea task to read another document pertaining to a same subject.

Dynamic learning scheduler 225 can store learning schedules and learningschedule data store 230. Each learning schedule can be, in someinstances, associated with one or more users. Content availer 220 canidentify a learning schedule applicable for a given user (e.g., based onschedule associations and/or account data indicating a user's classenrollments) and retrieve the schedule from learning schedule data store230.

Using a learning schedule, content availer 220 can detect an episodetime associated with an episode in the schedule. For example, an episodein the schedule may be associated with an absolute episode time, andcontent availer 220 can detect that it is or recently was the absoluteepisode time. As another example, an episode in the schedule may beassociated with an episode time range, and content availer 220 candetect that it is a time within the episode time range.

Content availer 220 can further identify the task and/or content objectassociated with the episode. For example, content availer 220 canidentify that a particular episode is associated with the task, whichcan include reviewing, reading or completing a particular contentobject.

Content availer 220 can generate or access a notification that includesan offer to access a content object associated with the episode and/orto complete a task associated with the episode. The notification may, ormay not, include information specific to the episode. For example, anotification can include a generic offer to review material for course(e.g., “Study now” or “Review reading” text or an audio tone indicativeof an availability of a content object associated with a learningepisode). As another example, a notification can identify a task, one ormore task details and/or the content object associated with the episode(e.g., “Review pages 1-5 of Chapter 1”, “Quiz: vocabulary words”,“Review Species module for 5 minutes”). As yet another example, anotification can include part or all of the content object (e.g.,immediately presenting a first quiz question, presenting a firstparagraph of an electronic content object prior to receiving any userinput or starting an audio review lesson). Thus, notifications caninclude various types of offers to access content objects: to accept anoffer, a user may need to make one or more selections (e.g., press abutton) or a user may need to merely view a screen.

Interface engine 215 can then present the notification. In someinstances, the presentation can provide a user with an option to acceptand/or decline the offer to access a content object (e.g., withaccept/decline, yes/no, now/postpone buttons etc.). In one instance, thepresentation can be identify or can otherwise be indicative of an actionthat a user can take to access the content object (e.g., a message oricon indicating that the content object for a learning episode isavailable and can be accessed by opening an app or selecting a menuitem).

Automatically, or in response to corresponding user input, contentavailer 220 can retrieve one or more electronic content objects fromcontent data store 235 and trigger interface engine 215 to present partor all of a content object associated with a learning episode. Thepresentation can include a visual and/or audio presentation.

A usage monitor 240 can receive and record user input and/or accesscorresponding to presented content. For example, usage monitor 240 canrecord whether a content object is presented on a device of a user, whena presentation of a content object begins and/or ends, whether and/orwhen a user scrolls through the content object or otherwise progressesthrough the object (e.g., by requesting new pages) and/or whether and/orwhen a user enters inputs (e.g., answers to electronic assignment, quizor test questions). Thus, in some instances, usage monitor 235 detectswhether a user accepted an offer to engage in a learning episode,complete a learning-episode task and/or access a learning-episodecontent object. The occurrence of, the timing of and/or the type ofinteractions (e.g., which can include specific answers) can be stored inassociation with the user in a usage-record data store 245.

A performance assessment engine 250 can determine a performance metricfor a user. The performance metric can be determined based on, forexample, answers provided by the user via a user device (e.g.,responsive to an electronic assessment or to otherwise provided writtenor verbal or audio questions) or input provided by an instructor orother party (e.g. a current grade in a course, a current or past gradefor another course, or a grade on a recent test or assignment). Forexample, one learning episode can prompt the user to complete anelectronic self-quiz using his user device. The quiz can beautomatically scored, and the score can be used as a performance metric.As another example, an instructor can use an instructor device toidentify a student and to indicate that the student received aparticular grade on a paper or midterm.

In one instance, the performance metric is related to a response time.Shorter response times coupled with accurate answers can be used as abasis to infer that a user is comfortable material. Response times canbe calculated on a question-specific basis or across the group ofquestions. For example, a single response time can reflect how long ittook a student to complete a 10-question quiz or how long before amoving-average score of a user for a quiz surpassed a threshold.

In some instances, it can be advantageous to analyze response times incombination with response selections and/or response accuracies. Aperformance metric may, in some instances, be calculated using afunction based both on an accuracy variable and a response-timevariable. In one instance, the function sets the metric to zero if aresponse is inaccurate or if a score is below a threshold and sets themetric to a value dependent on the response time otherwise. In oneinstance, and assessment is ongoing until a user has reached a setaccuracy or skill level. For example, questions can continually bepresented until a user answers 10 in a row correctly. In this case, theresponse time for the completion of the task can itself reflect theuser's accuracy.

Performance metrics may or may not been normalized. The normalizationfactor can be based on, for example, corresponding metrics associatedwith other users, a target metric, one or more past metrics associatedwith the user, etc.

Performance assessment engine 250 can store performance metrics inassessment record data store 255. Each of one, more or all metrics canbe stored in association with one or more variables such as anidentification of a user corresponding to the metric, an identificationof an assessment or source (e.g., instructor) corresponding to themetric, a time (e.g., a time at which an assessment giving rise to themetric was completed or a time at which an input identifying the metricwas received), a structure and/or a course.

Dynamic learning scheduler 225 can use usage data and/or one or moreperformance metrics to adjust a learning schedule for a user. In oneinstance, dynamic learning scheduler 225 analyzes performance metric toestimate a user's understanding of one or more concepts. This analysiscan include assessing the performance metric in isolation, in view of apast performance metric of the user or in view of correspondingperformance metrics for other users.

This analysis can include assessing the performance metric in view of atarget metric, such that it can (for example) be determined whether(and/or an extent to which) the performance metric is below the targetmetric and/or is on track to meet the target metric (e.g., using anextrapolation technique or a model). The target metric can be associatedwith a course in general, an instructor, a user, a structure, anassessment, etc. The target metric can be identified based on inputprovided by, e.g., an instructor or the user.

Based on the assessment, dynamic learning scheduler 225 can adjust alearning schedule. The adjustment can include, e.g., adding or removinglearning episodes and/or changing a time, task and/or content objectassociated with each of one or more learning episodes. For example, if aperformance metric suggests that a user does not understand a concept,then a content object associated with a subsequent episode can bechanged or adjusted to emphasize the concept (e.g., to describe orreview the concept or to present questions pertaining to the concept).As another example, if a performance metric is determined to be low,learning episodes can be added to the learning schedule, an amount ofmaterial to be presented or assessed in an episode can be increased,and/or a duration of an episode can be increased. Conversely, if aperformance metric exceeds a threshold, the schedule can be adjusted toremove or shorten one or more learning episodes or to change a contentobject for one or more learning episodes (e.g., to objects associatedwith new concepts and/or higher skill levels).

Thus, educational-app engine 150 can develop and dynamically refinelearning schedules. In some instances, by integrating electronic and/orapp-based assessments into the schedule, engine 150 can perform therefinement automatically without requiring repeated involvement bynon-user parties. Engine 150 can thereby tailor learning recommendationsto specific users based on repeated evaluations performance indicativeof an understanding of course material.

In addition to such user-specific capabilities, educational-app engine150 can also include aggregator 260 such that higher-level informationcan be collected. Aggregator 260 can identify a group of users. Thegroup can correspond to users enrolled in a particular class, present ina setting (e.g., a classroom), a group identified by an instructor, agroup sharing a characteristic is identified by the instructor, a groupassociated with a performance metric or grade satisfying a criteria(e.g., under-performing group of students), a group with devices in ageographical or functional area (e.g., a classroom), a groupconcurrently attending an event (e.g., physically or virtually attendinga lecture), etc. This identification can be performed using (forexample) account data (e.g., to detect users enrolled in a givencourse), using electronic activity (e.g., to detect nearby devices,devices in a geographical area, devices executing an app, devicesreceiving user input, etc.), and/or using input (e.g., from aninstructor or administrator that defines the group).

Aggregator 260 can collect one or more performance metrics for each ofsome or all users in the group. For example, a performance metric can bebased on, for example, whether a response to a question was accurate; ascore for an electronic quiz or set of questions; a time responding to aquestion; and/or a time for completing an assignment, quiz course set ofquestions.

In one instance, one or more performance metrics are collected for eachuser in the group. In one instance, one or more performance metrics arecollected for each user for which the metric is available. In oneinstance, one or more performance metrics are collected for anothersubset of users (e.g., those with a course grade the lower threshold orspecifically identified by an instructor).

In some instances, aggregator 260 aggregates all collected correspondingmetrics together. In other instances, aggregator 260 selectivelyaggregates corresponding metrics. For example, in one instance, for amultiple-choice question, response times may be separately aggregatedfor each of the answer choices (thereby resulting in an aggregation foreach answer choice). As another example, all response timescorresponding to a correct answer for a question may be aggregated, andall response times corresponding to any of a set of incorrect answersmay be separately aggregated. As another example, response times foreach of a set of questions can be aggregated on a question-specificbasis, but only for those users with an overall quiz score above athreshold. As yet another example, response times can be separatelyaggregated based on users' current letter grades in a course.

It will be appreciated that aggregator 260 can collect other informationin addition to performance metrics. For example, aggregator 260 canassociate each performance metric with a user, one or morecharacteristics of the user (e.g., a current grade, a target grade, anage), time at which a response was received, etc.

Aggregator can process each of one or more aggregations. For example, insome instances, aggregator 260 can calculate a statistic based on eachof one, more or all aggregations. The statistic can include, e.g., amean, median, mode, standard deviation, or range. Aggregator 260 cangenerate a distribution based on each of one, more or all aggregations.

Aggregator 260 can generate a representation based on each of one, moreor all aggregations. The representation can include, for example, a list(e.g., of the aggregated performance metrics), a table (e.g., with eachrow corresponding to a response, one or more columns corresponding toone or more performance metrics and potentially other columns toidentify other user or assessment variables), a statistic, and/or agraph (e.g., a distribution graph, a scatter plot or a bar graph). Insome instances, the representation includes data for each of multipletypes of performance metrics. For example, a first table may show apercentage of students responded with the correct answer, and a secondgraph may show distribution of response times for those students whoresponded with the correct answer. As another example, a scatter plotcan include points for individual students and can plot a quiz scoreversus quiz-completion time.

The representation can be caused to be presented on an instructor device110. In some instances, aggregator 260 is on instructor device 110, andthe representation can then be itself generated and subsequentlypresented on the device. In some instances, the representation isgenerated elsewhere and is transmitted to instructor device 110.

In one instance, the representation is interactive, such that therepresentation changes in response to receipt input. The input may beindicative of a filter to apply and/or may specify a level of interest.For example, an instructor may indicate that she would like to seeperformance metrics for those students who received a failing grade on aprevious exam, and a representation can be accordingly updated orgenerated (e.g., which may include updating an aggregation and/orprocessing) as another example, an instructor may click on particularpoint in a scatter plot or a bar in a distribution curve, andinformation about the response or student associated with the point orbar can then be presented.

In some instances, the aggregation can be repeatedly performed as newperformance metrics are made available. For example, in a class of 100,initial performance metrics may be available for 10 students, and anaggregation can be performed using this available data. Subsequently,more students may respond to a question, and the aggregation can beupdated to include data corresponding to the new responses, and one ormore statistics and/or representations can also be updated. The updatescan be performed, for example, at routine intervals, based on detectionof one or threshold number of performance metrics or substantiallycontinuously.

This representation can allow an instructor to gauge how comfortablestudents are with the concept. Accurate responses and/or fasterresponses can be indicative of understanding and confidence. Aninstructor can then tailor teaching techniques accordingly.

In one instance, this technique can be used in a real-time classroom orvirtual setting. An instructor can present a question visually (e.g.,using a projector or blackboard), verbally or electronically (e.g., suchthat it is presented on one or more user devices), and each user can usea user device (e.g., a mobile device, computer or a classroom deviceintegrated into or provided on a desk or chair) to respond to thequestion. This can allow an instructor to dynamically adjust a lecturein real-time.

FIG. 3 illustrates a flowchart of an embodiment of a process 300 forpresenting learning-episode notifications based on a learning schedule.Process 300 can be performed, e.g., entirely on a user device, on aremote server, or on a combination thereof.

Process 300 begins at block 305 where account engine 205 authenticates auser. The authentication can include, for example, ensuring that areceived login name and password match those for an account stored inaccount data store 210 and/or verifying that an attempted access is froma device identified in an account stored in account data store 210. Insome instances, the authentication can include confirming that an inputidentified or selected identifies a name of an enrollee for a particularinvolvement (e.g., by scanning through one or more enrollee lists forparticular involvement or for all involvements).

Content availer 220 identifies a course structure at block 310. Thestructure can correspond to an involvement (e.g., class) associated withthe user. For example, account data for the user and stored in accountdata store 210 may identify an enrollment in a course (e.g., which mayhave initially been identified by the user, an instructor, anadministrator, etc. As another example, a user may select or request toenroll in an in-person and/or virtual course, and the identifiedstructure can be one for the course. A course may include a graded orungraded course and/or may or may not be associated with a school (e.g.,a high school or university). In one instance, the course includes or isa prep course for a standardized test (e.g., the SAT, GRE, LSAT, ACT,GMAT or MCAT) or a course to learn a language.

Content availer 220 can retrieve the identified structure from structuredata store 225. The structure can include a list of tasks and/orrequirements associated with the involvement (e.g., required to completethe involvement). For example, the structure can include one or moreassignments (e.g., reading assignments, worksheet assignments, papers towrite, projects, etc.) and/or assessments (e.g., exams, tests and/orquizzes). The structure can also include deadlines, dates and/or timeperiods for each of one or more structure elements (e.g., test dates,assignment deadlines, etc.).

Dynamic learning scheduler 225 identifies a learning schedule for theuser at block 315. The learning schedule can include learning episodes.Each episode can be associated with an episode time and/or contentobject. The learning schedule can correspond to the structure, e.g.,such that learning episodes and structure elements are directed tosimilar or same concepts.

Content availer 220 identifies an episode time for a learning episodeidentified in the learning schedule at block 325. In one instance, block320 includes determining whether any learning episode (or any incompletelearning episode) is associated with an episode time matching a currenttime.

Content availer 220 identifies a content object based on the learningschedule at block 320. The content object can be associated with theepisode time and/or a same learning episode as the episode time. Thecontent object can be an electronic content object, a graded or ungradedassessment and/or reading material.

At the episode time, interface engine 215 can cause a notification to bepresented on a device of the user. The notification can indicate that acontent object for a learning episode is available for access. Thenotification can include text, a graphic, a sound, etc. The notificationmay, or may not, present information specific to a course or learningepisode (e.g., identifying a course, content object, duration, concept,etc.). The notification may, or may not, include a selectable optionthat, if selected, would direct the user to a content object and/or anoption to skip or postpone the learning episode.

Blocks 320-330 are then repeated for one or more other learning episodesin the schedule. During the performance of process 300, the learningschedule may be adjusted.

FIGS. 4A-4C illustrate representations of exemplary learning-episodenotifications. Such representations may be presented on a user device ata presentation time automatically, when a user opens an educational app,etc.

The illustration shown in FIG. 4A alerts a user that it is a time for ascheduled learning episode. In this case, the notification identifies aspecific class. It will be appreciated that various other degrees ofinformation can be presented (e.g., not identifying a class, identifyinga particular task for the learning episode, identifying an episodeduration, etc.). The representation further provides options (buttons)for the user to indicate that she is requesting to begin the learningepisode or is requesting for the episode to be postponed.

The illustration shown in FIG. 4B presents a part of a content object.In this instance, a history question is automatically presented at thepresentation time (e.g., irrespective as to whether any user inputrequesting such content had been received recently or within a definedtime period). Though this illustrate shows a portion of an assessment,other types of content objects may be presented. For example,educational text can be presented for user review. Answer options arealso shown in the representation in FIG. 4B. Depending on theembodiment, the user's answer, user preferences and/or user-specificschedule, answering the question may or may not cause another questionto be immediately presented.

The illustration shown in FIG. 4C includes a notification that isintegrated into a study agenda. For example, an educational app maypresent a user with a study agenda (e.g., discretized in time units,such as days, weeks, hours, etc.) that identifies learning episodes forvarious learning schedules. This agenda may be automatically presentedon a phone or may be presented upon receiving input corresponding to arequest to view the agenda.

In some embodiments, the notification is presented via an app on anelectronic device. In other embodiments, the notification can bepresented via an email, a text message, a webpage and so on. Further,notifications can also or alternatively include audio notifications(e.g., tones indicating that a learning episode is scheduled to begin).

FIG. 5 illustrates a flowchart of an embodiment of a process 500 forgenerating or modifying a learning schedule based on a performancemetric. Process 500 can be performed, e.g., entirely on a user device,on a remote server, or on a combination thereof.

Process 500 begins at block 505 where dynamic learning scheduler 225identifies a target mastery metric applicable to a course. The targetmastery metric may be a target metric for a course (e.g., a target finalcourse grade), a target metric for each of one or more intermediatecourse grades (e.g., a target course grade at one month into thecourse), a target metric for each of one or more assignments orassessments (e.g., quizzes or exams), a target grade or score associatedwith a non-course event (e.g., a standardized test or competition), etc.In some instances, multiple target mastery metrics applicable to acourse are identified.

In some instances, the target mastery metric depends on input (e.g.,identifying the target metric) provided by a user or instructor. In someinstances, the target mastery metric is determined based on a user'scurrent or past grades for other courses; a user's current or pastgrades for assignments and/or assessments for the course (or a rate ofchange thereof); other users' current or past course, assignment and/orassessment grades for the course. In some instances, the target masterymetric is set to a threshold for receiving a passing grade or an “A”.

Dynamic learning scheduler 225 identifies a target time for reaching thetarget mastery metric at block 510. The target time may be absolute orfunctional. For example, the target time can be a calendar date, anassignment-completion date (e.g., whenever Assignment 1 is completed andgraded) or a course-completion criterion (e.g., completion of a finalexam, which may have pre-requisites for being taken). The target timecan be identified based on input provided by a user, instructor,administrator, etc. or can be automatically determined (e.g., as asemester-end date).

At block 515, usage monitor 240 monitors a learning time commitment. Thelearning time commitment can include a number of times and/or a durationof time during which a user reported studying and/or was engaging inelectronic studying (e.g., by completing assessment questions, accessingcontent objects, etc.). Exemplary learning time commitments include:completed 4 self-quizzes, completed all scheduled learning episodes,interacted with educational content for a total of 120 minutes, etc. Thetime commitment can, in some instances, be monitored on acourse-specific basis (e.g., completed all scheduled Algebra tasks and 4of 5 scheduled Spanish tasks).

Performance assessment engine 250 identifies a performance assessmentmetric for a user at block 520. The performance assessment metric caninclude or can be based on, for example, a grade received for anassessment or assignment, a time required to complete an assessment orassignment (or each of one or more individual questions in anassessment) and/or an input (e.g., by an instructor, administrator oruser) identifying a grade. The performance assessment metric can bebased on or can include, for example, an overall current course grade ora grade for a particular assignment or assessment. In some instances,the performance assessment metric corresponds to a same course as doesthe target mastery metric and or a learning schedule being set. In someinstances, the performance assessment metric alternatively oradditionally corresponds to a different course (e.g., another course inwhich a user is currently enrolled).

Dynamic learning scheduler 225 analyzes the performance assessmentmetric in view of the target mastery metric at block 525. The analysiscan include, for example, performing a comparison (e.g., determiningwhether the performance assessment metric is less than the targetmastery metric), calculating a ratio (e.g., of the identified metricrelative to the target metric), and/or calculating a difference (e.g.,between the identified and target metrics). In some instances, theanalysis is predictive. For example, a modeling or extrapolationtechnique can be used to generate a predicted metric which can then beassessed relative to the target metric, in a manner such as onedescribed above. In some instances, the analysis depends oncorresponding performance assessment metrics for other users. Thus, forexample, a target mastery metric may be defined as being within a top10% in a class. The analysis can then determine a class percentileranking using performance assessment metrics for users in the class.

This analysis can also use the target time identified at block 510. Toillustrate, for an SAT prep course, a user may have set a target scoreas 1500, and performance assessment metrics can be periodicallycollected during the course. A given metric may indicate that the userreceived a 1300 score on a practice test. If a target time for reliablyachieving the target score is in the near future (e.g., within a week ortwo), the schedule may be adjusted to include more and/or longerlearning episodes than it would if the target time was in the moredistant future.

Dynamic learning scheduler 225 sets a learning schedule based on theanalysis at block 530. Setting a learning schedule can include adjustinga defined learning schedule (e.g., specific to the user or a defaultschedule) or generating a new learning schedule. One or morecharacteristics of the learning schedule (e.g., a number or frequency oflearning episodes, a duration of one or more learning episodes, a skilllevel for one or more learning episodes, a task for one or more learningepisodes, a content object or other substance for one or more learningepisodes, etc.) can be set based on the analysis performed at block 525.

It will be appreciated that various modifications of process 500 arecontemplated. For example, in some instances, the analysis performed atblock 525 can further or alternatively analyze the time commitmentidentified at block 515. To illustrate, if a user frequently engages inlearning episodes but frequently terminates the episode prior tocompletion, the assessment metric may reflect this engagementcharacteristic, and the learning schedule can be adjusted to reducelearning episodes' duration but increase their number. As anotherexample, block 515 may be omitted from process 500.

FIGS. 6A-6B illustrate representations of exemplary schedules. As shown,tables are used to represent the schedules. Each row corresponds to alearning episode, and the first column shows a substance or task withoutlearning episode. In these tables, each learning episode involves reviewor completion of a content object. Further, a duration is identified forsome of the learning episodes, which indicates how long a learningepisode is to be. As shown, the duration can be a temporal time, athreshold performance metric or threshold completion. Each learningepisode is also associated with the presentation time, which canindicate when the learning episode is to be made available and/or when auser is to be notified of the learning episode.

In this illustrated example, the schedule represented in FIG. 6B is amodified version of the schedule represented in FIG. 6A. Thismodification occurred in response to analyzing the performance metric,which was a completion time, for Self-Quiz A. Completion time wasdetermined to be above a threshold, which may indicate that the userdoes not possess a desired understanding. Accordingly, this particularschedule is adjusted to increase the number of learning episodes and toincrease a completion accuracy score for self quizzes.

It will be appreciated that the representation of the schedules isillustrative, as are the fields in the schedule. In other embodiments,schedules can include fewer, additional or different fields, such as askill level, a requirement indicator, etc. Further, it will beappreciated that a learning episode can include various numbers of tasksto perform, which may reference various numbers of content objects.Users may also be allowed to select between tasks for a given learningepisode.

Representations of schedules may be presented to users (automatically orupon request) or hidden. In some instances, schedules may be modifiable.For example, a user or instructor may view representation of theschedule and adjusted to, e.g., add, remove or modify learning episodes.Further, schedules can be generated to conform to constraints and/orpreferences as identified by users and/or instructors. The constraintsand/or preferences can identify preferred or unpreferred task types,content-object types, presentation times, learning-episode numbers orfrequencies, difficulty level, etc.

FIG. 7A illustrates a flowchart of an embodiment of a process 700 a fordetermining a performance metric based on response times. Process 700 abegins at block 705 where content availer 220 causes a question to bepresented to a user (e.g., by presenting the questioning on a screen ofa user device or via speakers of a user device) at a first time, t1. Thequestion can be a question from the assessment content object. Thequestion may be presented, for example, as part of a learning episode oras part of a course assessment (e.g. the required tester quiz). Thequestion may, or may not, be one that will influence course grade forthe user.

Content availer 220 can cause a question to be presented by causinginterface engine 215 to present the question on a user device. In oneinstance, block 705 merely detects presentation of a question ratherthan causing it to be presented. For example, an instructor can enterinput indicating that she verbally communicated a question at aparticular time to students in a classroom.

In some instances the question may be lengthy, such that there is aconsiderable time delay between the time at which the beginning of aquestion is presented in the time at which the end of the question ispresented. For example, an assessment can provide a page-long essay canthen ask a reading comprehension question. As another example, a wordproblem may be several paragraphs long. The first time, t1, can bedefined as the time at which the beginning of the question was presentedor as the time at which the end of the question was presented (e.g., wasvisible on the screen).

At block 710, performance assessment engine 250 detects that a usersubmitted an answer to the question at a second time, t2. The answersubmission can include, for example, selecting an answer option orselecting a submit button (e.g., after selecting an answer option ortyping the short answer or essay).

Performance assessment engine 250 determines an accuracy of the answerat block 715. The accuracy can be determined by comparing the answer toone in an electronic key or to one provided by an instructor oradministrator. For example, the teacher may indicate that she posed aquestion to a class that the correct answer is “A”. In some instances,determining the accuracy includes receiving an input identifying amanual score or grade for the question.

Performance assessment engine 250 determines a response time forsubmitting the answer block 720. The response time can be defined as thetime between t2 and t1.

At block 725, performance assessment engine 250 determines a performanceassessment metric based on accuracy and/or response time. The metric mayitself be the accuracy or the response time, or a function or techniquecan be used to determine the metric based on one or both of the accuracyand response time. The metric may be on a continuous or discrete scaleand may be numeric or non-numeric (e.g., may be a category). Determiningthe metric can include determining whether one or both of the accuracyand response time were above or below a respective threshold, performinga categorization, evaluating an if-function, calculating a weightedvariable, etc.

Process 700 a is disclosed to pertain to presentation of a singlequestion and analysis of a response to the question. It will beappreciated that the variance of process 700, however, can relate tomultiple questions. For example, a set of questions (e.g., a quiz) canbe cause to be presented at block 705. At block 710, response times canbe detected for individual questions in the set or can be detected thata user has answered all the questions or submitted their responses tothe questions. The accuracy determined at block 715 and/or thisdetermined at block 720 can be determined on a question-specific basisor overall across the set. For example, a single metric for a quiz bedetermined based on accuracy of answers for each question and a totaltime required to complete the quiz.

In some instances, process 700 a can be performed partly or fully on auser device. It will be appreciated that, in some instances, part or allof process 700 are presented on another device.

FIG. 7B illustrates a flowchart of an embodiment of a process 700 b fordetermining a performance metric using multiple devices. Process 700 billustrates a process involving one instructor device and one userdevice, though it will be appreciated that the process can be expandedto other or more devices (e.g., such that a single instructor device cancommunicate with multiple user devices).

Process 700 b begins at blocks 730 a and 730 b where an instructordevice and a user device respectively detect a launch of an instructorapp and a student app. At blocks 735 a and 735 b, the student device ispaired with (or otherwise establishes a communication channel with) theinstructor device. For example, a pair request can be sent automaticallyor in response to receiving instructor input from the instructor deviceto nearby devices and/or to devices associated with users enrolled inthe instructor's course. As another example, users may enter a code ontheir devices to establish the pairing.

At block 740 a, an instructor device causes a question to be presentedon the user device. Block 740 a can include transmitting a questioncommunication to the user device that includes the question (e.g., andmay include a presentation time).

In instances where process 700 b relates to a diverging communicationnetwork between one instructor device and multiple user devices, thequestion may or may not be caused to be simultaneously presented on themultiple user devices and/or the question may or may not be the sameacross user devices. The question can be one provided in real-time viainput from the instructor, one selected from the instructor, oneidentified in a course structure, etc. The question may include a set ofanswer choices, and the instructor may, in some instances, furtheridentify a correct answer choice. At block 740 b, the question is thenpresented on the user device.

At block 745, the user device receives input from the user, the inputcorresponding to an answer. The input can be received at an answer time.The input can include a selection of an answer choice, a short answer,an essay, etc. In one instance, an answer is detected as soon as ananswer input is provided. In one instance, an answer is detected upon asubmission indication for the answer. In some instances, a lack of ananswer input is considered to be an answer.

At block 750, a communication is generated that includes an identifierof the answer and an answer time. The answer identifier can include,e.g., the answer itself, an indication as to whether (and/or a degree towhich) the answer was correct. The answer time can include, for example,a time corresponding to a time of receipt of the input, a time at whichthe communication was generated, or a time period, such as a time periodbetween the receipt time (or communication-generation time) and a timeof the question presentation. In some instances, the communication doesnot identify the answer time (e.g., and an instructor device canestimate the answer time based on a time at which the communication wasreceived from the user device).

The communication can be transmitted to the instructor device at block755 (e.g., immediately upon generation, at a scheduled transmission timeor upon a request from the instructor device) and can be received at theinstructor device at block 760.

The instructor device can identify a user or user characteristicassociated with the communication at block 765. Such information can bedetermined using a content of the communication (e.g., which may includea name of a user, a characteristic of a user or a device identifier).

At block 770, a performance metric can be determined using the answeridentifier and/or answer time. In some instances, the instructor deviceuses the answer time along with data indicating when the question wascaused to be presented to identify a response time for the user. Theinstructor device can, in some instances, store the performance metricin association with an identifier for the user. As described furtherherein, performance metrics for multiple users can be aggregated and/orprocessed, and a representation thereof can be presented on theinstructor device.

While process 700 b illustrates one example for which multiple devicescan communicate to convey performance-relevant information, other typesof interactions are contemplated as well. For example, a server couldperform one or more of the blocks identified as being performed aninstructor device, the user device may determine the performance metric,etc.

FIG. 8 illustrates a flowchart of an embodiment of a process 800 forgenerating or modifying a learning schedule based on a performancemetric. Process 800 can be performed partly or fully on: a user device,an instructor device and/or a central server.

Process 800 begins at block 805 where dynamic learning scheduler 225defines function between a schedule variable and a performanceassessment metric. The schedule variable can include a number orfrequency of learning episodes, a difficulty of learning episodes, aduration for one or more learning episodes, a type of task to present inone or more learning episodes, a review variable indicating an extent towhich learning episodes are to focus on newly learned material versusreviewing older material, etc. It will be appreciated that, in someinstances, the function provides multiple schedules variables.

The function can include any equation or technique that can receive asinput one or more performance assessment metrics and produce as outputthe schedule variable. In some instances, the function is an equation.In some instances, the function includes a flowchart and/or one or moreconditions. In some instances, evaluation of the function includesperforming a modeling or classification technique.

One or more variables or other characteristics of the function may, insome instances, differ across courses, instructors, users, schools, etc.For example, each instructor may be able to identify definitions forvarious performance groups, for each group is to be associated with adifferent type of learning schedule.

Performance assessment engine 250 identifies performance assessmentmetric at block 810. The performance assessment metric can be a currentor past course grade and/or a metric determined based on one or moreanswers provided responsive to one or more assessments.

At block 815, dynamic learning scheduler 225 determines a schedulevariable based on the performance assessment metric and the function.

Dynamic learning scheduler 225 sets a learning schedule based onschedule variable at block 820. Setting the schedule can includegenerating a new schedule or adjusting a default or previously generatedschedule. The adjustment can be specific to a user or specific to acourse.

FIG. 9 illustrates a flowchart of an embodiment of a process 900 forgenerating or modifying a learning schedule based on a learning timecommitment. Process 900 can be performed partly or fully on: a userdevice, an instructor device and/or a central server.

Process 900 begins at block 905 where dynamic learning scheduler 225sets a learning schedule for a user. The learning schedule can be setusing a technique described herein. For example, the learning schedulecan be set to a default schedule for a course and/or can be set based onone or more performance metrics associated with the user.

Usage monitor 240 monitors a learning time commitment for the user atblock 910. This analysis may or may not be specific to a course. Forexample, usage monitor 240 can detect which days of the week and/ortimes of day a user engaged in learning episode. Monitoring can alsoinclude detecting when learning episodes were scheduled to occur and/orwhen notifications pertaining to learning episodes were presented to auser. Monitoring can include determining a time period during which auser engaged in a learning episode. Monitoring can include identifyingwhich tasks or types of tasks a user engaged in and/or which contentobjects and/or types of objects a user accessed.

Usage monitor 240 identifies a characteristic of the time commitment atblock 915. The characteristic can be indicative of, for example, a dayor time that a user is likely (or is unlikely) to engage in learningepisode. The characteristic can be indicative of a type of task that theuser is likely (or is unlikely) to engage in, a type of content objectthat the user is likely (or is unlikely) to access, The characteristiccan be indicative of a duration that the user is likely (or is unlikely)to devote for a learning episode.

At block 920, dynamic learning scheduler 225 adjusts the learningschedule based on the characteristic. For example, new learning episodesmay be scheduled and/or existing learning episodes may be moved to daysand times associated with higher frequency engagement. As anotherexample, new learning episodes may be generated and/or existing learningepisodes may be adjusted to correspond to tasks or content objectsassociated with higher frequency engagement. As yet another example, newlearning episodes may be generated and/or existing learning episodes maybe adjusted to have a duration similar to the characteristic. Toillustrate, if an initial schedule includes 3 weekly learning episodeseach of 30-minute duration, and if the user engages in each episode butonly for 15 minutes, the schedule may be adjusted to instead include 6weekly learning episodes each of 15-minute duration.

FIG. 10 illustrates a flowchart of an embodiment of a process 1000 foraggregating learning performance metrics. Process 1000 begins at block1005 where aggregator 260 identifies a set of users or user devices foran involvement. The set of users can include, for example, include thosecurrently enrolled in a course or physically present in a physical orvirtual classroom.

Performance assessment engine 250 identifies one or more performanceassessment metrics for each user/device at block 1010. The one or moreperformance assessment metrics may be determined, e.g., as in process700 and/or may depend on an accuracy and/or response time of a responseto a question. For example, an instructor may present a questionverbally, electronically or visually (e.g., using a projector), and theperformance assessment metric may be determined for each user based on aresponse electronically submitted for the question. Such responses maybe transmitted to a central (e.g., remote) server or to an instructordevice to determine the performance assessment metric.

Aggregator 260 aggregates the performance assessment metrics at block1015. In one instance, all metrics are aggregated. In one instance, oneor more selective aggregations are performed. For example, one or moresubsets of the set can be identified based on, for example, a usercharacteristic (e.g., grade level), a past user performance metric(e.g., a current course grade), or a current performance metric (e.g., aprovided answer or answer accuracy). In one instance, an instructor oradministrator provides input defining each of one or more subsets (e.g.,individually identifying users in each of one or more subsets oridentifying a subset characteristic).

Aggregator 260 processes the aggregated performance assessment metricsat block 1020. Processing can include generating one or more statistics,generating a distribution, generating a table, identifying outliers,(e.g., outlier users), etc. In some instances, processing is performedin view of one or more response-time thresholds and/or response-time dtafor other one or more other questions. For example, the processing candetermine how a variable associated with a response time for a givenquestion (e.g., an average response time) compared to a threshold orvariable based on response times for other questions (e.g., to identifya response-time difference or to determine whether the question wasassociated with an absolutely or relatively long response-timevariable).

Interface engine 215 presents a representation of the processed metricson an instructor device at block 1025. The representation can include,for example an identification of a question or an assessmentcorresponding to the identified performance metric (e.g., including anentire question or a mere identifier), a portion of the set of usersrepresented in the representation, and/or an indication of a correctresponse.

It will be appreciated that various portions of process 1000 can beperformed on, for example, a central server (e.g., a remote server) oran instructor device. For example, process 1000 in its entirety beperformed on an instructor device. As another example, blocks 1005-1020can be performed on a central server, and the process metrics orrepresentation of the process metrics can be transmitted to aninstructor device, such that block 1005 can be form instructor device.

FIGS. 11A-11B illustrate representations of aggregated metrics. In bothfigures, the metric represented is a response time. Selectiveaggregation is performed based on a provided answer type. In FIG. 11A, aset of responses is first divided into four groups based on which, offour, answers was selected by the user. For each group, a distributionof response times is generated and graphically shown. Thus, most usersselected “A” as the answer. Many users also rapidly selected thisanswer. The graph shows, however, that there was considerable variationin response time, and that answer “D” was also a common selection.

In FIG. 11B, a table shows representations of processed metrics for eachof a set of 10 questions. For each question, a set of responses is firstseparated into two groups with one group corresponding to a “correct”answer choice and the other corresponding to all other answerselections. For each group, the table identifies an average responsetime for submitting the answer. In this illustration, the averageresponse times for correct answers were shorter than average responsetimes for incorrect answer. Further, some questions (e.g., questions 6)were associated with substantially longer response times than for otherquestions (e.g., question 8). This may indicate that question 8 was morechallenging for the students as compared to question 6. In someinstances, response times can be processed to identify one or more(e.g., a threshold number) of questions associated with long (e.g.,average, median, maximum) or variable response times, which may indicatea relatively poor understanding. Identifications of correspondingquestions can be presented in a notification.

Referring next to FIG. 12, an exemplary environment with whichembodiments can be implemented is shown with a computer system 1200 thatcan be used by a designer 1204 to design, for example, electronicdesigns. The computer system 1200 can include a computer 1202, keyboard1222, a network router 1212, a printer 1208, and a monitor 1206. Themonitor 1206, processor 1202 and keyboard 1222 are part of a computersystem 1226, which can be a laptop computer, desktop computer, handheldcomputer, mainframe computer, etc. Monitor 1206 can be a CRT, flatscreen, etc.

A designer 1204 can input commands into computer 1202 using variousinput devices, such as a mouse, keyboard 1222, track ball, touch screen,etc. If the computer system 1200 comprises a mainframe, a designer 1204can access computer 1202 using, for example, a terminal or terminalinterface. Additionally, computer system 1226 can be connected to aprinter 1208 and a server 1210 using a network router 1212, which canconnect to the Internet 1218 or a WAN.

Server 1210 can, for example, be used to store additional softwareprograms and data. In one embodiment, software implementing the systemsand methods described herein can be stored on a storage medium in server1210. Thus, the software can be run from the storage medium in server1210. In another embodiment, software implementing the systems andmethods described herein can be stored on a storage medium in computer1202. Thus, the software can be run from the storage medium in computersystem 1226. Therefore, in this embodiment, the software can be usedwhether or not computer 1202 is connected to network router 1212.Printer 1208 can be connected directly to computer 1202, in which case,computer system 1226 can print whether or not it is connected to networkrouter 1212.

With reference to FIG. 13, an embodiment of a special-purpose computersystem 1300 is shown. Education-app engine 150 and/or any componentsthereof are examples of a special-purpose computer system 1300. Thus,for example, one or more special-purpose computer systems 1300 can beused to provide the function of education-app engine 150. The abovemethods can be implemented by computer-program products that direct acomputer system to perform the actions of the above-described methodsand components. Each such computer-program product can comprise sets ofinstructions (codes) embodied on a computer-readable medium that directsthe processor of a computer system to perform corresponding actions. Theinstructions can be configured to run in sequential order, or inparallel (such as under different processing threads), or in acombination thereof. After loading the computer-program products on ageneral purpose computer system 1226, it is transformed into thespecial-purpose computer system 1300.

Special-purpose computer system 1300 comprises a computer 1202, amonitor 1206 coupled to computer 1202, one or more additional useroutput devices 1340 (optional) coupled to computer 1202, one or moreuser input devices 1335 (e.g., keyboard, mouse, track ball, touchscreen) coupled to computer 1202, an optional communications interface1355 coupled to computer 1202, a computer-program product 1305 stored ina tangible computer-readable memory in computer 1202. Computer-programproduct 1305 directs system 1300 to perform the above-described methods.Computer 1202 can include one or more processors 1360 that communicatewith a number of peripheral devices via a bus subsystem 1390. Theseperipheral devices can include user output device(s) 1340, user inputdevice(s) 1335, communications interface 1355, and a storage subsystem,such as random access memory (RAM) 1370 and non-volatile storage drive1380 (e.g., disk drive, optical drive, solid state drive), which areforms of tangible computer-readable memory.

Computer-program product 1305 can be stored in non-volatile storagedrive 1390 or another computer-readable medium accessible to computer1202 and loaded into memory 1370. Each processor 1360 can comprise amicroprocessor, such as a microprocessor from Intel® or Advanced MicroDevices, Inc®, or the like. To support computer-program product 1305,the computer 1202 runs an operating system that handles thecommunications of product 1305 with the above-noted components, as wellas the communications between the above-noted components in support ofthe computer-program product 1305. Exemplary operating systems includeWindows® or the like from Microsoft Corporation, Solaris® from SunMicrosystems, LINUX, UNIX, and the like.

User input devices 1335 include all possible types of devices andmechanisms to input information to computer system 1202. These caninclude a keyboard, a keypad, a mouse, a scanner, a digital drawing pad,a touch screen incorporated into the display, audio input devices suchas voice recognition systems, microphones, and other types of inputdevices. In various embodiments, user input devices 1335 are typicallyembodied as a computer mouse, a trackball, a track pad, a joystick,wireless remote, a drawing tablet, a voice command system. User inputdevices 1335 typically allow a user to select objects, icons, text andthe like that appear on the monitor 1206 via a command such as a clickof a button or the like. User output devices 1340 include all possibletypes of devices and mechanisms to output information from computer1202. These can include a display (e.g., monitor 1206), printers,non-visual displays such as audio output devices, etc.

Communications interface 1355 provides an interface to othercommunication networks and devices and can serve as an interface toreceive data from and transmit data to other systems, WANs and/or theInternet 1218. Embodiments of communications interface 1355 typicallyinclude an Ethernet card, a modem (telephone, satellite, cable, ISDN), a(asynchronous) digital subscriber line (DSL) unit, a FireWire®interface, a USB® interface, a wireless network adapter, and the like.For example, communications interface 1355 can be coupled to a computernetwork, to a FireWire® bus, or the like. In other embodiments,communications interface 1355 can be physically integrated on themotherboard of computer 1202, and/or can be a software program, or thelike.

RAM 1370 and non-volatile storage drive 1380 are examples of tangiblecomputer-readable media configured to store data such ascomputer-program product embodiments of the present invention, includingexecutable computer code, human-readable code, or the like. Other typesof tangible computer-readable media include floppy disks, removable harddisks, optical storage media such as CD-ROMs, DVDs, bar codes,semiconductor memories such as flash memories, read-only-memories(ROMs), battery-backed volatile memories, networked storage devices, andthe like. RAM 1370 and non-volatile storage drive 1380 can be configuredto store the basic programming and data constructs that provide thefunctionality of various embodiments of the present invention, asdescribed above.

Software instruction sets that provide the functionality of the presentinvention can be stored in RAM 1370 and non-volatile storage drive 1380.These instruction sets or code can be executed by processor(s) 1360. RAM1370 and non-volatile storage drive 1380 can also provide a repositoryto store data and data structures used in accordance with the presentinvention. RAM 1370 and non-volatile storage drive 1380 can include anumber of memories including a main random access memory (RAM) to storeof instructions and data during program execution and a read-only memory(ROM) in which fixed instructions are stored. RAM 1370 and non-volatilestorage drive 1380 can include a file storage subsystem providingpersistent (non-volatile) storage of program and/or data files. RAM 1370and non-volatile storage drive 1380 can also include removable storagesystems, such as removable flash memory.

Bus subsystem 1390 provides a mechanism to allow the various componentsand subsystems of computer 1202 communicate with each other as intended.Although bus subsystem 1390 is shown schematically as a single bus,alternative embodiments of the bus subsystem can utilize multiple bussesor communication paths within computer 1202.

Specific details are given in the above description to provide athorough understanding of the embodiments. However, it is understoodthat the embodiments can be practiced without these specific details.For example, circuits can be shown in block diagrams in order not toobscure the embodiments in unnecessary detail. In other instances,well-known circuits, processes, algorithms, structures, and techniquescan be shown without unnecessary detail in order to avoid obscuring theembodiments.

Implementation of the techniques, blocks, steps and means describedabove can be done in various ways. For example, these techniques,blocks, steps and means can be implemented in hardware, software, or acombination thereof. For a hardware implementation, the processing unitscan be implemented within one or more application specific integratedcircuits (ASICs), digital signal processors (DSPs), digital signalprocessing devices (DSPDs), programmable logic devices (PLDs), fieldprogrammable gate arrays (FPGAs), processors, controllers,micro-controllers, microprocessors, other electronic units designed toperform the functions described above, and/or a combination thereof.

Also, it is noted that the embodiments can be described as a processwhich is depicted as a flowchart, a flow diagram, a data flow diagram, astructure diagram, or a block diagram. Although a flowchart can describethe operations as a sequential process, many of the operations can beperformed in parallel or concurrently. In addition, the order of theoperations can be re-arranged. A process is terminated when itsoperations are completed, but could have additional steps not includedin the figure. A process can correspond to a method, a function, aprocedure, a subroutine, a subprogram, etc. When a process correspondsto a function, its termination corresponds to a return of the functionto the calling function or the main function.

Furthermore, embodiments can be implemented by hardware, software,scripting languages, firmware, middleware, microcode, hardwaredescription languages, and/or any combination thereof. When implementedin software, firmware, middleware, scripting language, and/or microcode,the program code or code segments to perform the necessary tasks can bestored in a machine readable medium such as a storage medium. A codesegment or machine-executable instruction can represent a procedure, afunction, a subprogram, a program, a routine, a subroutine, a module, asoftware package, a script, a class, or any combination of instructions,data structures, and/or program statements. A code segment can becoupled to another code segment or a hardware circuit by passing and/orreceiving information, data, arguments, parameters, and/or memorycontents. Information, arguments, parameters, data, etc. can be passed,forwarded, or transmitted via any suitable means including memorysharing, message passing, ticket passing, network transmission, etc.

For a firmware and/or software implementation, the methodologies can beimplemented with modules (e.g., procedures, functions, and so on) thatperform the functions described herein. Any machine-readable mediumtangibly embodying instructions can be used in implementing themethodologies described herein. For example, software codes can bestored in a memory. Memory can be implemented within the processor orexternal to the processor. As used herein the term “memory” refers toany type of long term, short term, volatile, nonvolatile, or otherstorage medium and is not to be limited to any particular type of memoryor number of memories, or type of media upon which memory is stored.

Moreover, as disclosed herein, the term “storage medium” can representone or more memories for storing data, including read only memory (ROM),random access memory (RAM), magnetic RAM, core memory, magnetic diskstorage mediums, optical storage mediums, flash memory devices and/orother machine readable mediums for storing information. The term“machine-readable medium” includes, but is not limited to portable orfixed storage devices, optical storage devices, wireless channels,and/or various other storage mediums capable of storing that contain orcarry instruction(s) and/or data.

While the principles of the disclosure have been described above inconnection with specific apparatuses and methods, it is to be clearlyunderstood that this description is made only by way of example and notas limitation on the scope of the disclosure.

What is claimed is:
 1. An educational-app system for tracking, at agroup level, times for responding to educational questions, theeducational-app system comprising: a performance assessment engine thatincludes one or more processors and that, at an electronic instructordevice: detects, over a network, each of a set of a user devices,wherein each of the set of electronic user devices and the electronicinstructor device is located in a physical classroom, and wherein eachof the set of electronic user devices and the electronic instructordevice includes a processor; for each of the set of electronic userdevices, and, via execution of an educational application: facilitates apairing between the electronic instructor device and the electronic userdevice; detects an input from an instructor indicating that theeducational question has been communicated or is to be communicated; inresponse to detecting the input, causes a plurality of response optionsto be displayed at the electronic user device; constantly monitors forone or more incoming communications that include an identifier of aresponse to facilitate detection of a response time corresponding to theresponse; receives a wireless communication, via the pairing, from theelectronic user device that includes an identifier of a responsesubmitted to the educational question; automatically identifies ananswer, from amongst a set of potential answers, identified in theresponse; automatically detects a time at which the wirelesscommunication was received; calculates a response time based on the timeat which the wireless communication was received and a time at which theeducational question was presented; and generates response data thatinclude the identifier of the response, the response time and anidentifier of a user in the set of users; an aggregator that: aggregatesresponses from the response data into a set of responses, such that theset of responses includes a response to the educational questionidentified in a wireless communication received from each of a pluralityof electronic user devices in the set of electronic user devices;identifies, via execution of the educational application on theelectronic instructor device, a subset of the set of responses for whicha same answer was identified; and generates, via execution of theeducational application on the electronic instructor device, aresponse-time statistic based on the response times identified for thesubset of the set of responses; and an interface engine thatautomatically displays of a representation of the response-timestatistic.
 2. The educational-app system for tracking, at a group level,times for responding to educational questions as recited in claim 1,wherein the representation indicates a quantity of responses in thesubset of the set of responses for which the same answer was identified.3. The educational-app system for tracking, at a group level, times forresponding to educational questions as recited in claim 1, wherein theinterface engine causes the representation of the response-timestatistic to be presented on the electronic instructor device.
 4. Theeducational-app system for tracking, at a group level, times forresponding to educational questions as recited in claim 1, wherein: eachof the subset and the response-time statistic is updated in real-time asnew wireless communications are received that identify the same answerbased on response times determined for the new communications; and therepresentation is updated to facilitate presentation of a representationof the updated response-time statistic.
 5. The educational-app systemfor tracking, at a group level, times for responding to educationalquestions as recited in claim 1, wherein the interface engine furtheravails the one or more educational questions for presentation on devicesof users in the set of users.
 6. The educational-app system fortracking, at a group level, times for responding to educationalquestions as recited in claim 1, wherein: the performance assessmentengine further, for each of the set of electronic user devices: receivesa second wireless communication, via the pairing, from the electronicuser device that includes an identifier of a second response submittedto one or more second education questions; identifies a second answer,from amongst a second set of potential answers, identified in the secondresponse; detects a second time at which the second wirelesscommunication was received; determines a second response time based onthe second time at which the second wireless communication was receivedand a second time at which the one or more second questions werepresented; and generates second response data that include theidentifier of the second response and the second response time; theaggregator further: aggregates second responses from the response datainto a set of second responses; identifies a second subset of the secondset of responses for which a same second answer was identified; andgenerates a second response-time statistic based on the second responsetimes identified for the subset of the second set of responses; and therepresentation further represents the second response-time statistic. 7.The educational-app system for tracking, at a group level, times forresponding to educational questions as recited in claim 1, wherein: theone or more educational questions comprises a plurality of educationalquestions, each response in the set of responses includes a plurality ofanswers, each answer in the plurality of answers corresponding to aneducational question in the plurality of educational questions, and theresponse time for each response in the set of responses being indicativeof a time between presentation of at least part of the plurality ofeducational questions and submission of the plurality of answers.
 8. Theeducational-app system for tracking, at a group level, times forresponding to educational questions as recited in claim 1, wherein atleast part of the performance assessment engine is at a remote serverand wherein the interface engine is at the electronic instructor device.9. A computer-implemented method for tracking, at a group level, timesfor responding to educational questions, the method comprising:identifying a set of users as users enrolled in an academic course;detecting, at an electronic instructor device over a network, each of aset of a user devices, wherein each of the set of electronic userdevices and the electronic instructor device is located in a physicalclassroom, and wherein each of the set of electronic user devices andthe electronic instructor device includes a processor; for each of theset of electronic user devices, and, via execution of an educationalapplication on the electronic instructor device: facilitating a pairingbetween the electronic instructor device and the electronic user device;detecting an input from an instructor indicating that an educationalquestion has been communicated or is to be communicated; in response todetecting the input, causing a plurality of response options to bedisplayed at the electronic user device; constantly monitoring for oneor more incoming communications that include an identifier of a responseto detect a response time corresponding to the response; receiving awireless communication, via the pairing, from the electronic user devicethat includes an identifier of a response submitted to the educationalquestion; automatically identifying, using one or more processors, ananswer from amongst a set of potential answers identified in theresponse; automatically detecting, using the one or more processors, atime at which the wireless communication was received; calculating,using the one or more processors, a response time based on the time atwhich the wireless communication was received and a time at which theeducational question was presented; and generating response data thatinclude the identifier of the response, the response time and anidentifier of a user in the set of users; aggregating responses from theresponse data into a set of responses, such that the set of responsesincludes a response to the educational question identified in a wirelesscommunication received from each of a plurality of electronic userdevices in the set of electronic user devices; identifying, viaexecution of the educational application on the electronic instructordevice, a subset of the set of responses for which a same answer wasidentified; generating, via execution of the educational application onthe electronic instructor device, a response-time statistic based on theresponse times identified for the subset of the set of responses; andautomatically displaying a representation of the response-timestatistic.
 10. The method for tracking, at a group level, times forresponding to educational questions as recited in claim 9, wherein therepresentation indicates a quantity of responses in the subset of theset of responses for which the same answer was identified.
 11. Themethod for tracking, at a group level, times for responding toeducational questions as recited in claim 9, wherein: each of the subsetand the response-time statistic is updated in real-time as new wirelesscommunications are received that identify the same answer based onresponse times determined for the new communications; and therepresentation is updated to facilitate presentation of a representationof the updated response-time statistic.
 12. The method for tracking, ata group level, times for responding to educational questions as recitedin claim 9, further comprising: for each of the set of electronic userdevices: receiving a second wireless communication, via the pairing,from the electronic user device that includes an identifier of a secondresponse submitted to one or more second education questions;identifying a second answer, from amongst a second set of potentialanswers, identified in the second response; detecting a second time atwhich the second wireless communication was received; determining asecond response time based on the second time at which the secondwireless communication was received and a second time at which the oneor more second questions were presented; generating second response datathat include the identifier of the second response and the secondresponse time; aggregating second responses from the response data intoa set of second responses; identifying a second subset of the second setof responses for which a same second answer was identified; andgenerating a second response-time statistic based on the second responsetimes identified for the subset of the second set of responses, whereinthe representation further represents the second response-timestatistic.
 13. The method for tracking, at a group level, times forresponding to educational questions as recited in claim 9, furthercomprising: transmitting, from a server, the representation to theelectronic instructor device, wherein automatically displaying therepresentation of the response-time statistic includes displaying therepresentation at the electronic instructor device.
 14. Acomputer-program product tangibly embodied in a non-transitorymachine-readable storage medium, including instructions configured tocause one or more data processors to perform actions including:identifying a set of users as users enrolled in an academic course;detecting, at an electronic instructor device over a network, each of aset of a user devices, wherein each of the set of electronic userdevices and the electronic instructor device is located in a physicalclassroom, and wherein each of the set of electronic user devices andthe electronic instructor device includes a processor; for each of theset of electronic user devices, and, via execution of an educationalapplication on the electronic instructor device: facilitating a pairingbetween the electronic instructor device and the electronic user device;detecting an input from an instructor indicating that an educationalquestion has been communicated or is to be communicated; in response todetecting the input, causing a plurality of response options to bedisplayed at the electronic user device; constantly monitoring for oneor more incoming communications that include an identifier of a responseto detect a response time corresponding to the response; receiving awireless communication, via the pairing, from the electronic user devicethat includes an identifier of a response submitted to the educationalquestion; automatically identifying an answer from amongst a set ofpotential answers identified in the response; automatically detecting atime at which the wireless communication was received; calculating aresponse time based on the time at which the wireless communication wasreceived and a time at which the educational question was presented; andgenerating response data that include the identifier of the response,the response time and an identifier of a user in the set of users;aggregating responses from the response data into a set of responses,such that the set of responses includes a response to the educationalquestion identified in a wireless communication received from each of aplurality of electronic user devices in the set of electronic userdevices; identifying, via execution of the educational application onthe electronic instructor device, a subset of the set of responses forwhich a same answer was identified; generating, via execution of theeducational application on the electronic instructor device, aresponse-time statistic based on the response times identified for thesubset of the set of responses; and facilitating a presentation of arepresentation of the response-time statistic.
 15. The computer-programproduct for tracking, at a group level, times for responding toeducational questions as recited in claim 14, wherein: each of thesubset and the response-time statistic is updated in real-time as newwireless communications are received that identify the same answer basedon response times determined for the new communications; and therepresentation is updated to facilitate presentation of a representationof the updated response-time statistic.
 16. The educational-app systemfor tracking, at a group level, times for responding to educationalquestions as recited in claim 1, wherein the same answer corresponds toa correct answer.
 17. The educational-app system for tracking, at agroup level, times for responding to educational questions as recited inclaim 1, wherein: the aggregator further: identifies a second subset ofthe set of responses for which a same second answer was identified; andgenerates a second response-time statistic based on the response timesidentified for the second subset of the set of responses; and theinterface engine further facilitates a presentation of a representationof the second response-time statistic.
 18. The educational-app systemfor tracking, at a group level, times for responding to educationalquestions as recited in claim 1, wherein the response-time statisticincludes a mean, median, mode, standard deviation, range or distributionof the response times.
 19. The method for tracking, at a group level,times for responding to educational questions as recited in claim 9,wherein the same answer corresponds to a correct answer.
 20. The methodfor tracking, at a group level, times for responding to educationalquestions as recited in claim 9, further comprising: identifying asecond subset of the set of responses for which a same second answer wasidentified; generating a second response-time statistic based on theresponse times identified for the second subset of the set of responses;and facilitating a presentation of a representation of the secondresponse-time statistic.